HATTON VALE STATE SCHOOL
Hatton Vale State School
Book Work Standards and
Presentation Guidelines
Rationale
Parents, Carers and our community judge our school in many ways. This judgment
extends to the standard of bookwork and the overall presentation of student work in
displays, projects etc. Too often, this is one of the primary ways upon which parents
and the community form their opinions.
By setting consistent standards and expectations across the school, we can ensure the
continuity of instruction and clarity of expectations for our learners. This enables each
successive teacher to build upon the foundations established in earlier grades.
Bookwork represents a record of student achievement across each of our learning
areas.
It is also essential that students are encouraged to develop good habits and take pride
in their books. Recognition by teachers, of improvement in bookwork gives the
student great satisfaction and is a powerful incentive for future effort. This set of
guidelines seeks to establish and embed high standards of bookwork throughout the
school for all learners strive towards achieving and maintaining.
At Hatton Vale State School, we value and promote a high standard of bookwork. By
developing a consistent set of expectations, students will develop continuity with their
bookwork from Prep to Year Seven. High expectations and standards in this area keep
the focus on quality work at all times and will ensure learners maintain acceptable
standards of neatness and pride in their work.
We accept the responsibility to educate our learners and their parents/carers about
handwriting skills and acceptable standards of bookwork. This standard for Quality
Bookwork was developed following analysis of samples of learners’ books throughout
the year levels. High quality samples examined shared a number of common
characteristics.
At Hatton Vale State School, we believe …
Students enter school with some pre handwriting abilities and experiences
Students need time and opportunity to develop correct handwriting styles
Students need encouragement to develop correct handwriting style and bookwork
presentation
Students need the opportunity to present and display written work (including use of
technology) for different purposes and audiences
Legible and fluent handwriting is essential for effective written communications
Presentation, neatness and fluency only partly constitute quality work
Whole School Expectations
All learners, staff, parents and carers know the bookwork expectations at
Hatton Vale State School
All learners take pride in their bookwork and presentation
There is consistency evident throughout the school
Bookwork is a significant demonstration of student achievement. Students and
teachers should recognise this and strive for consistent, high standards in students'
written work.
Encourage neat and correct handwriting.
Encourage correct posture, grip and seating at all times
Encourage learners to use the correct book at all times
Ensure all learners have the necessary tools to complete bookwork effectively.
Deliver a standardised method of setting out, marking and teaching.
Student Expectations
1.
2.
3.
4.
5.
6.
7.
8.
No graffiti or scribble is acceptable anywhere in books
Pages are not to be torn out.
Every page and every line is to be used here appropriate
All work is to be dated at the top of the page
The school’s editing code is to be used to correct errors
White Out or correction fluid is never to be used
Erasers may be used for pencil at discretion of the teacher
All Learners use lead pencils until issued with a ‘pen licence’ towards the middle
of Year Six. After that, blue pen is used for all writing.
9. Pencil continues to be used for map work and maths work at the teacher’s
discretion
10.Felt Pens and Textas are not to be used in books, but may be used on
worksheets or artwork. Coloured pencils can be used in books.
11.Rule a 2 cm margin on the left handside in Day Pad, down the centre of the
page in Maths Pad with no margins in Handwriting Books. A red pen may be
used in Year Six when teachers deem learners to be ready
12.All exercise books and pads should be covered and named and must be kept
neat with no graffiti or scribble on the cover.
13.Title or decorative pages at the beginning of an exercise book are at the
teacher’s discretion. Only coloured pencils should be used
14.All labels in diagrams, maps, illustrations, etc are to be printed
15.Headings should be used where appropriate.
16.Use upper and lower case letters correctly
17.Reflect upon and apply suggestions for corrections made in teacher comments.
18.Read and act positively upon comments by the teacher.
19.Ensure books are protected with covers (paper, contact, or class-made),
correctly labelled with full name, subject and class
20.To date each piece of work
21.To follow the school editing code
22.To ensure correct posture and pencil grip
23.To form letters correctly with consistent spacing, size, slope and alignment
24.To use all lines in a book unless specified by the teacher
25.To use red ballpoint or lead pencil with a ruler to underline all headings
26.To accurately measure and draw page layouts and borders
27.To use pages consecutively and completely unless specified by the teacher
28.To take pride in all work and put their best effort into their bookwork and
maintain high standards of presentation
29.To use textas, feltpens and highlighters as directed by the teacher
30.To progress from HB pencil to ballpoint by the end of Year Six
31.To ensure all pencils are sharp and of a suitable length to hold
32.If a learner forgets/loses their book, they should work neatly on a piece of
paper and copy this into their book in their own time. This should be shown to
the teacher the following day.
Handwriting Style
Prep to Year Two - Beginner’s Alphabet
Mid Year Two - Introduce exits and entries to Beginner’s Alphabet
Year Three to Year Seven - Queensland Cursive
Year Seven – Queensland Cursive leading to the development of individual styles
Guidelines to Achieving High Quality Book Work
1. Learners need direction; they need to be trained to acquire a skill
2. Teachers should know exactly what he/she expects aligned to these Guidelines
and should explicitly teach this to the learners
3. Teachers must know what is an acceptable standard for; the whole class and
the individual within the class
4. The standard that is acceptable may also vary from book to book. Teachers
need to liaise and moderate with Neighbourhood colleagues and others to
confirm that their judgments are realistic
5. Expect and promote high standards of bookwork, providing regular practice
from the board to promote individual improvement
6. The teacher should train the students consistently in the method and standard
that has been set out. The first few weeks of the school year are critical in
setting expected standards.
7. Standards are mainly individual and each learner should be encouraged to
improve his/her own work
8. By making standards explicit and consistent all learners can show their
individuality and initiative and produce work of a high standard
9. Any weaknesses in formal writing ability can often be compensated by
cleanliness and neatness of setting out
10.All learners appreciate recognition of effort, for example, teacher’s comments,
use of stamps, stars, stickers, merit points, scores etc. The Principal will also
actively promote high quality work.
11.Corrections must be made in every learner’s book. Teachers should initial and
date all work.
12.Teacher’s comments should be constructive and measured, assisting learners to
improve their work. Always remember workbooks are viewed by parents and
carers regularly and often go home too.
13.Teacher’s own writing and setting out, on the whiteboard, on charts, posters,
worksheets and in children’s books, should be of a high standard.
14.Formal handwriting lessons must a regular occurrence;
 a minimum of 4 x 20 minute lessons per week in Prep to Year Three
 a minimum of 3 x 15 minute lessons per week in Years Four to Seven
15.Care must be taken, and adjustments made for children from interstate if a
definite style of writing has already developed, especially for children beyond
Year Four.
16.Promote correct posture, pencil grip, use of materials, and to share this with
parents
17.Regularly check and correct bookwork regularly and ensure student
understanding of editing codes and comments
18.Ensure children understand your comments in their books
19.Provide a variety of experiences for children to practise with a variety of
instruments and in a variety of contexts
20.Provide opportunities to share good bookwork, celebrating quality work through
use of stickers, stamps, certificates, written comments for neatness, style and
presentation
21.Recognise the importance of word processing, desk top publications and
multimedia presentations as part of bookwork standards
22.Teach and model to these expectations
23.Positively encourage children to meet these expectations
24.Encourage and provide parent/carer access to workbooks
Parent/Carer Involvement
1. Encourage children to complete work carried out at home, supportive of this policy
2. Ensure all books are covered suitably
3. Provide children with the necessary classroom equipment as determined by the
Book List
4. Examine their child/ren’s book at least once per term.
5. Note the teacher’s comments, discuss and reinforce these with their child/ren
6. Check that their child/ren pack and return books and equipment to school ready
for the next lesson.
7. Support their child/ren by providing a bag suitable to accommodate the child/ren’s
books comfortably.
Photocopied Worksheets and Black Line Masters
The use of photocopied worksheets and reference material is a powerful teaching tool.
Photocopied sheets may be educationally justified to supplement children’s learning.
They must never form the core of the teaching/learning process. The use of
photocopied sheets does not promote explicit teaching by the Class Teacher. Teachers
should ask ‘What is the educational justification to use this photocopied worksheet’
and in today’s environment be prepared to justify their decision. If the worksheet is of
such value it should be neatly pasted into the child’s workbook. If the activity sheet
only takes a few minutes to complete, then consideration must be given to its
purpose.
Interactive Whiteboards
The provision of interactive whiteboards throughout the school has provided all
teachers an opportunity to enrich and add variety and interest to the teaching
learning process and should drastically reduce photocopy requirements and reduce
our environmental footprint. Likewise, scanning documents and developing materials
and resources can also be highly beneficial, particularly when revisiting.
Fonts
The Beginner’s Alphabet and Queensland Cursive Fonts are available for use
electronically to generate worksheets and other items.
Internal Monitoring
These guidelines will be actively supported and encouraged by the Principal and
Deputy Principal particularly the implementation of the strategies outlined. Classroom
visits by the Administration Team will focus on learner bookwork presentation.
Teachers may also be requested to send learners who have demonstrated exemplary
or noticeably improved samples of bookwork, to the Office regularly for recognition.
The types of books requested will vary to ensure that each child has the opportunity
to showcase his/her work several times throughout the year across a range of key
learning areas.
The Administration Team will also …
Actively check the implementation of these guidelines throughout the school
Support the endeavour for individual improvement and excellence
Actively reward learners for excellence and improvement in bookwork
Provide feedback to teachers regarding student achievement
Provide support for teachers as observed/required and requested
Marking and Correction Expectations
Spelling and punctuation errors are to be circled.
Incorrect word usage is to be underlined with a wavy line.
Missing letters or words to be indicated with an inverted "v"
Marking should occur regularly in Numeracy, Literacy and Homework
Other learning areas may be less frequent but minimum of two per term.
Students should be given opportunities to self- or peer-assess using the same
format as the teachers below.
Marking Books – ‘Two/Three Stars and One Wish’
At the end of each section of work that is marked, teachers need to give …
Two/Three Stars – two or three strengths of the piece of work.
A Wish – one improvement suggestion that needs to be made to raise attainment.
This could be in the form of a question so that students can carry out extra research.
Spelling, Punctuation and Grammar
Throughout the section of work that is marked, use the Proofreading notations
(Appendix Four) to highlight Spelling, Punctuation and Grammar corrections.
Self-Correction by Students
Errors are to be corrected with a single, horizontal, ruled line.
White out and ink rubbers are not to be used.
Pencil rubbers may be used when publishing.
Writing Implements
Prep to Year Three
 Lead pencils in Exercise Books and Worksheets
 Coloured pencils in Exercise Books and Worksheets
 ‘Wind Ups’ in Exercise Books and Worksheets
 Feltpens/Textas for selected Worksheets and Art Works
 Crayons for Art Works
 Highlighter Pen on Worksheets
Year Four to Year Seven
 Lead pencils in Exercise Books and Worksheets
 Coloured pencils in Exercise Books and Worksheets
 Feltpens/Textas for selected Worksheets and Art
 Red Biros for correction of work in Exercise Books or worksheets
 Highlighter Pen on Worksheets
Year Six and Seven
 Blue Biros in Exercise Books on achievement of Pen Licence
Reporting to Parents
Bookwork is part of our accountability to parents and to the education of our students.
Please articulate our bookwork policy at your Parent/Teacher Night. All textbooks,
worksheets and exercise books need to be marked regularly with appropriate
feedback to students. Student worksheets need to be stored in folders or books.
Books will be shared regularly in staff meeting and bookwork awards given.
Occasionally, books may be sent home for parents and carers to view.
Book Standards and Presentation Guidelines
English
Science
SOSE
& other
Day Pads
- 2cm left handside Margin for Years 4 to 7
- Proofreading Code to be utilised
- Student Corrections made in lead/coloured pencil with small
ticks. If incorrect it should be left blank, circled, crossed or
dotted,
- Year 4 to 7 learners may use a red biro for corrections
Handwriting Pad
- No margin required
Date work from Year Two
Rule off as work is completed
Pencil only for all Year Levels
- Fold columns before ruling
- Use an HB Pencil, unless directed by teacher
- No margins
- Student corrections should be made in coloured or lead pencil
with small ticks
(If incorrect it should be left blank, circled, crossed or dotted)
Mathematics Grid
Books
Visual Art
- Each work sample should be dated and signed
- All piecework are valuable and should be treated as such
- All art works should be either trimmed and glued into
appropriate book, mounted on card, framed or collated into a
folder and taken home regularly
- Art works should never be thrown away or disposed of
- Include full name, date and class in ballpoint or lead pencil in a
corner on the back.
Book Work Protocols
Style
Date
Title
Margin
Underlining
Pages
Work
Completed
Errors
Beginner’s Alphabet - Prep to Year Two
Queensland Cursive – Year Three to Seven
At the beginning of each new work for Year One and above inside
the margin. Example 23/01/2012
At top of the page or each new section underlined or as specified by
the teacher.
Students to leave a line then commence work in this section.
Standard ruler width, or measured 2cm, from the top horizontal line
to the bottom ruled horizontal line.
No margin required in Prep
Year One Margin gradually introduced with a single vertical line
Year Three/Four Margin ruled in pencil vertical plus horizontal
top and bottom of page
Years 5/6/7 Margin Vertical, top and bottom ruled in red biro
All underlining will be done with a ruler and pencil to Year
Four or a red biro from Years Four to Seven, including Mathematics.
Used consecutively and completely, unless specified by the teacher.
Students are to leave a single blank line and then rule off, with the
rest of the page to be used, unless specified by the teacher.
Corrected with a single ruled line, or eraser for pencil work.
No White Out, correction fluid or tape is to be used for any reason
Textas or Felt
Pens
Book Covers
Worksheets
and
Blackline
Masters
Graffiti
Teacher
Correction
Student
Corrections
Parent/Carer
Involvement
To be used guardedly in books as directed by the teacher,
preferably for outlining use only.
All Exercise books should be covered
If graffiti appears on uncovered books, it should be sent home for
covering
Cover to include;
Student Name
Class
Learning Area/Subject
Teacher Name
Black line Masters and photocopied worksheets need to be
retained in student exercise books, display books or scapbooks
These must be neatly trimmed and attached using a minimum of
glue. When fixed in book not to protrude from book.
No graffiti, scribbles, messy crossing outs or drawings to be on
covers or inside of books.
All rulers, pencil cases, items of equipment and resources will be
free of graffiti.
Consequences are in place for such behaviours
Evidence of teacher sighting and correction should be clearly
visible on each page of a learner’s work in English and
Mathematics.
This may take the form of a tick, comment, initials, sticker, stamp
etc.
Students need to be familiar with appropriate size and style of
ticks, signatures (initials), conferencing and acceptable comments to
be placed in books.
This will be a gradual process and can be taught from as early
as Prep
English and Mathematics books should be shared at least once per
term, either by going home over a weekend or having available for
parents and carers to peruse
Parent comments should be sought
If book not returned, learners should use paper until book is
returned
Contact parent if necessary.
Appendix One – Alphabet Frieze
Appendix Two – Handwriting Slope (Left Handed)
Appendix Three – Handwriting Slope (Right Handed)
Appendix Four - Proofreading Code and Editing
Checklist
Appendix Five – Pen Licence
This is to certify that
Jane Doe
has consistently displayed excellent work with the
pencil and pen and is now fully entitled to work in
ink.
Officially endorsed by your teacher
and Pen Inspector
Class Teacher
Principal
Date of Issue __/__/2012
Conditions
1.
2.
3.
4.
5.
This licence may be cancelled at any time if writing deteriorates
The recipient displays neat Queensland Cursive script at all times
The recipient uses Queensland Cursive in all books and worksheets
The recipient forms all letters and numbers correctly
The recipient consistently starts, finishes and joins all lower case and upper case letters
correctly
6. The recipient places all letters accurately on the lines
7. The recipient uses Beginner Alphabet as required
8. The recipient always uses correct spaces between letters and words
9. The recipient consistently writes smoothly and fluently
10. The recipient use pen appropriately and manages errors correctly
Appendix Six – Posture and Pencil Grip
One, Two, Three, Four –
Are my feet flat on the floor?
Five, Six, Seven, Eight –
See me with my back up straight?
Nine, Ten, Eleven, Twelve –
This is how my pencil’s held.